correctional education, it is possible to review the literature that does exist and extrapolate a relationship between Rosenthal's groundwork and the teaching that exists in prisons today. Most of the education in prisons falls into three types--academic, vocational, or personal development--and the research generally is inclined in one of those directions. It is the intention of the remainder of this review to examine writings concerning prison teaching in terms of those types in connection with Rosenthal's findings.
Louis Toupin, of the adult education programs for the Quebec federal penitentiaries, found in a survey of penitentiary teachers that their attitudes played a key role in the effectiveness of their work and methods of approaching the work of teaching prisoners (1988, p. 108). The academic type of teacher was most interested in the acquisition of cognitive skill and not as interested in the values and attitudes of the inmates (Toupin, 1988, p. 113). Scott Hawke of Willamette University in Salem, Oregon, teaches biology at Oregon State Penitentiary, and one would place his approach in the academic style as well. He openly admits that he is enthusiastic about his teaching and his student's learning, creating with rather crude
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